West Virginia Department of Education
Course: Social Studies Grade level: Kindergarten
Title: I Have a Place in History
Big Idea: Personal History
|Content Standards and Objectives |Learning Targets |
|SS.K.14 | |
|Illustrate personal history (e.g., first and last name, birthday, age,|Students will illustrate personal history |
|guardian’s name, and other personal data). | |
|SS.K.17 |Students will explore people in relation to their own life. |
|Explore time, places, people, and events in relationship to student’s | |
|own life (e.g., family trees, pictures, stories, ect.). | |
|DSS.K-2.2 Maintain Positive Relationships |Use appropriate communication skills during discussions. |
|Use appropriate communication skills to initiate or join classroom | |
|activities | |
|Begin to use and accept negotiation, compromise, and discussion to | |
|resolve conflicts. | |
|TCS.K-2.3 |Create a timeline through the use of technology |
|Create original work through the use of age- appropriate technology | |
|and digital resources | |
Focus (or Guiding) Questions:
Where do I gather information to answer important questions?
Why is it important for me to know my place in history?
Know:
How to use the Internet to collect information
Students have a place in history
Do:
Make a timeline of student’s life with pictures from home and collected data from Internet
Interview family members for stories and information about their personal history
Collect a hard copy of collected data
|Introduction: |
| |
|To explain how a timeline can be used to show the major events of a person’s life begin stage one with students watching Disney’s Ben and Me, |
|a story about Amos Mouse who was the real genius behind Benjamin Franklin’s inventions and innovative thinking. Copyright Catechism: Practical|
|Answers to Everyday School Dilemmas by Carol Simpson can help you prepare this resource legally. Video clips can also be seen on line free at |
|this site: . |
| |
|Make a list on the board of the important inventions or ideas that have been credited to Benjamin Franklin and Amos Mouse in this animated |
|story. Use the Benjamin Franklin PowerPoint to show the real pictures of Benjamin Franklin’s inventions. The date of the invention/idea is |
|in the right hand corner of the slide. They are in sequential order of events. This is where you can introduce the vocabulary word for |
|timeline, events, and sequence. Explain that a daily schedule is a timeline. A calendar is a timeline. On a time line events happen in |
|order. |
Academic Vocabulary:
Research has shown that the least effective strategy for teaching vocabulary is having students look up words and write the definitions. For quality, research-based strategies for teaching content vocabulary, see
data
timeline
sequence
event
history
ancestor
interview
|Manage the Process: |
|Stage I: |
| |
|Depending on what time of the year you choose to do this module the teacher can begin with the students making a list of the important events |
|for that day, week or even month or the holidays that have occurred since school started. This activity can be repeated every month afterwards|
|(or as often as you wish) to chronicle activities and create timelines. Collect pictures or other artifacts that might serve as a reminder of|
|past events. Let the students talk about the activities among themselves to generate interest in the project. After each month is filled |
|with monthly activities put the months into sequential order and discuss that certain events take place in order. Example you do not |
|celebrate a winter holiday before you do an autumn holiday. Follow this activity by creating a time line of classroom events. The teacher |
|might want to include first day of school, holidays, field trips, snow days, etc. This will serve as a foundation for understanding when |
|students are ready to make a personal timeline beginning with their birthday. |
| |
| |
|Share an event or holiday with which students may not be familiar. Ask students how they can find out about that holiday to see if it should |
|be included on their timeline. Students may respond that they can ask someone, but make certain they specify who that someone would be. If |
|students say they can ask you, tell them you don’t know and ask where else could we look. Continue asking questions until students mention |
|places such as the library, the Internet, etc. Actually follow through this research to let students determine if the event(s) you mention |
|should be included on their original timeline. |
| |
|Stage 2: |
| |
|Introduce the vocabulary words: data, interview and ancestor. Write the twelve months of the year on the board and use tally marks to count |
|birthdays of students in the classroom. Count up the number of birthdays in each month and explain to the children that you are collecting |
|data of information. Model the creation of a Classroom Birthday Time Line using the data collected. |
| |
|Stage 3: |
| |
|Explain to students that they are going to create a personal timeline about their life. Explain that the first thing on their timeline will |
|be when they were born and it will end with something that just happened. It can be a holiday, a sporting event they participated in, |
|something they accomplished, etc. Remind students that there may be some things about their life that they don’t know. Tell them that one |
|way to find out is to conduct an interview. Ask if students know what an interview is, then model the interview process with a student in the|
|classroom. Ask questions along these lines: How many brothers/sisters do you have? What are their birthdays? What is your favorite food? |
|Favorite TV show? Record the answers. Then have a conversation about the questions you asked – which questions would they include on a time|
|line? Why would some be included and others not be? |
| |
|Ask students to start collecting data at home by interviewing family members about their birthdays and other important events in and |
|information about their life. Remind them to remember the types of questions they should ask when conducting their interviews. Consider |
|working with students to develop a Time Line Questionnaire to use when conducting their interviews. |
| |
|Encourage students to not only collect data, but also collect artifacts such as pictures that they think will be important to their personal |
|timeline. |
| |
|Stage 4: |
| |
|Depending on the skill level of a student, the teacher or a volunteer may need to provide assistance. Students will go to an online timeline |
|source to make their own timeline using collected data from stage 3 of the process. Using this particular site, |
| |
|web_tools/materials/timelines/ students can choose to print in either a horizontal or vertical timeline. Once they |
|print, their timeline, have students to add their own graphics, pictures, or drawings to make it personal. Provide an opportunity for |
|students to share with classmates. A Time Line Rubric is included for assessment. |
| |
|Stage 5: |
| |
|As a home-school connection, students and their families can take their computer generated timelines and make a family timeline at home using |
|collected data (pictures and artifacts.) |
| |
|Explain that their photographs may contain pictures of ancestors. Help students learn that ancestors, one of their vocabulary terms, are |
|people in their family who were born before their parents and grandparents were. Be sure to provide the student and their family with the |
|supplies they may need to finish the project. Example of supplies: chart paper, markers, rulers, and glue. Parents should be able to |
|provide pictures and data |
| |
|Stage 6: |
| |
|As a final activity the class can make a class timeline starting with the birth of the oldest student and ending with the last part of school.|
|This would be a good opportunity to put in presidents, and other events that may have affected their lives. Place the timeline in a prominent|
|place in the room where the students can admire their work and visitors can see their finished product. |
Electronic Resources
|Acquisition of Background Knowledge |Suggestion for Utilization of Resource Cited |
|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is in the last|
| |box. |
|Video- Ben and Me by Disney |This video presents the life of Benjamin Franklin through the eyes of a |
| and chronicles his greatest inventions. This will provide students |
|395Bz |with relevant historical information that they can organize into a |
| |timeline. Stage 1/ Introduction |
|Benjamin Franklin PowerPoint |This is used to show the students an example of a personal timeline of a |
| |historical person. It puts the inventions in the above mentioned film into |
| |sequential order. Stage1/Introduction |
|Online Dictionary |Dictionary that provides student-friendly definitions. |
| | |
|Expansion of Knowledge |Suggestion for Utilization of Resource Cited |
|Enter each resource separately |Add additional rows by clicking the Tab Key while the curser is in|
| |the last box. |
|History Central |History Central – Provides information on presidential elections |
| |for timeline research purposes |
|Famous Birthdays |Famous Birthdays – Provides information on famous birthdays for |
| |timeline research and development. |
|Timelines |Teach-nology Website – Timeline example for students |
| | |
| |
|Products, Investigations, and/or Assessments |
|Student Time Line |
|Family Time Line |
|Class Time Line |
|Rubric for assessing student’s personal timeline |
*Not Provided
Student Reflection:
Your history began long before you were born. You are a child of your parents. Your timeline is a part of their timeline now. What are the most important events in your family history that have affected your life?
Teacher Reflection:
The concept of time is a hard one for younger students to grasp. By making timelines it gives the students a concrete/tactile activity. Students can use what they have learned about their timelines to talk about historical figures. For an example Martin Luther King Jr. and Rosa Parks will both be on the Civil Rights timeline.
Time Line Rubric
| |[pic][pic][pic] |[pic][pic] |[pic] |
|Number of Entries |At least six events are included |Three to five events are entered on|Less than three events are |
| |on your time line. |your timeline. |entered on your time line. |
|Appropriate |All events are appropriate for |Most of the events listed are |Few of the events are |
|Entries |placing on a time line. |appropriate for inclusion on a |appropriate for inclusion on a |
| | |timeline. |time line. |
|Sequence of Events |All events are entered in the |The majority of events are entered |Few if any events are entered |
| |correct order of occurrence. |in the correct order of occurrence.|in the correct order of |
| | | |occurrence. |
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